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9699
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Introduction ........................................................................................................................... 2
Introduction
The main aim of this booklet is to exemplify standards for those teaching Cambridge International AS and A
Level Sociology (9699), and to show how different levels of candidates’ performance relate to the subject’s
curriculum and assessment objectives.
In this booklet a range of candidate responses to questions in Papers 1, 2 and 3 have been chosen, as far
as possible and when available, to exemplify grades A, C and E. Each response is accompanied by a brief
commentary explaining the strengths and weaknesses of the answers.
Grades are given to each answer in this booklet, however in the examination the whole candidate script is
graded on the overall mark awarded, not on each question. It is therefore possible that, for some questions,
lower grade candidate answers are awarded the same or similar marks to higher grade candidate answers.
For ease of reference the following format for each paper has been adopted:
Question
Mark scheme
Example candidate
response
Examiner comment
Each question is followed by an extract of the mark scheme used by examiners. This, in turn, is followed by
examples of marked candidate responses, each with an examiner comment on performance. Comments are
given to indicate where and why marks were awarded, and how additional marks could have been obtained.
In this way, it is possible to understand what candidates have done to gain their marks and what they still
have to do to improve their grades.
Past papers, examiner reports and other teacher support materials are available on Teacher Support at
http://teachers.cie.org.uk
Assessment at a glance
Candidates take:
Candidates answer one compulsory data Candidates answer one compulsory data
response question and one essay question response question and one essay question
from a choice of two. from a choice of two.
Candidates take:
Paper 1 for A Level is the same as Paper 1 for Paper 2 for A Level is the same as Paper 2 for
AS Level. AS Level.
and:
Paper 3 3 hours
Section A
Question 1
Mark scheme
(b) The candidate began with a comment about the nature of Murdock’s definition that was not required by
the question. The candidate then went on to clearly outline the gay/lesbian family as one that did not fit
his definition and therefore gained two marks. A second example was then identified, the lone-parent
household, and a reason why it does not fit into Murdock’s definition explained gaining another two
marks.
(c) The candidate began by clearly identifying why the family may be changing through a decrease in the
importance of marriage, the growth of family diversity and individualism (individualisation). They then
developed a very cogent description of the way in which the role of women has changed in society
and how this has impacted on the family and family life. This was then developed into the types of
family that may have emerged and was well supported with concepts such as ‘the chosen’ family.
The use of appropriate concepts is one way in which candidates can show the skills of knowledge and
understanding as well as demonstrate application by including the appropriate concepts in their answer.
The candidate selected theory effectively referring to functionalists and post modernists and in using
both Parsons and more contemporary sociologist such as Beck.
(d) A clear understanding of the work of Murdock began this answer and the candidate displayed a good
understanding of the question by contrasting this to the work of Gough. This was supported by more
contemporary reference to the modern trend to single parent families showing the higher order skill of
interpretation and application. The candidate then developed the debate well by the use of the work of
Young and Willmott as well as that of Anderson and Laslett. The skill of evaluation was then brought
in by outlining an element, namely diversity that these theorists may have overlooked. The candidate
outlined an evaluative argument describing different theories and theorist that entered Level 3 of the
mark scheme. This answer was excellent and the candidate applied all of the assessment objectives,
where appropriate, in their answer and is placed at the top of the grade.
(b) The candidate started with a confused statement about households that seemed to imply that families
cannot be households. They then went on to correctly identify single households as an example of a
household that does not fit into Murdock’s definition and gave a reason why this was so. This answer
was somewhat implicit but it still gained two marks. The candidate then correctly identified ‘shared’
household such as students for which another mark was awarded, but this type of household was not
described nor was the reason why it did not fit Murdock’s definition of the family given. The question
asked for a description of the household that was named and no matter how brief this is needed if both
marks are to be awarded.
(c) The candidate began by clearly identifying industrialisation as a reason the family is changing. The
majority of the answer described how the family changed rather than why it changed and so this was a
Level 1 answer. Limited use was made of Young and Willmott as well as a reference to the symmetrical
family. To go higher the candidate needed to include points that related to why the family may be
changing.
(d) The candidate began with a clear description of the nuclear family. A list of other types of family forms
then followed, supported by the Rapaports that showed that the candidate was clearly answering the
question. The candidate then went into some more depth about single parent families and linked this
to secularisation. The following section included the views of feminists about these families that had
no relevance to this question. Other alternatives such as the homosexual and reconstituted family were
mentioned but no acknowledgement of the reconstituted family as a nuclear type was made. The
candidate entered the Level 2 by showing that both nuclear and other types of families are to be found.
Overall this was a competent answer but was reliant on knowledge and understanding. Evidence of the
other assessment objectives were present but not developed. This answer is at the lower end of the
grade.
(b) The answer to this question was brief but it did identify the lone or single parent family as not fitting
in to Murdock’s definition because it lacks ‘two adults’ and this part of the answer was awarded
two marks. The second example of the childless couple was also awarded two marks as the lack of
offspring was identified.
(c) The start of this answer lacked clarity as the candidate referred to a changing society and not a
changing family as outlined in the question. There was then some limited use of geographical mobility,
the way in which it may have weakened the extended family and how other institutions have replaced
it. Some use was made of contraception and changing attitudes to legitimacy but then the candidate’s
answer became somewhat tangential as they described the effects of consumerism. There was some
confusion between how and why the family may have changed, so the candidate was awarded a mark
at the top of the Level 1.
(d) The candidate offered an assertive answer to this question that reflected the mark scheme ‘show only
a limited appreciation, or not, of the nuclear family’ and so was limited to the Level 1 and was awarded
two marks for showing that the nuclear family is the basic unit.
This answer had evidence of some knowledge but did not develop the more evaluative answer in the
question and is at the lower end of the grade.
Section B
Question 2
Mark scheme
The candidate also evaluates the way in which evidence is judged by asking the question ‘on what basis
can you consider money division equal?’ Again a question is posed that asks do women have to know they
are oppressed to be so. This points to the skills of interpretation and application. The role of governments in
changing the laws is considered as well as its effects. Once more this is supported by a range of feminist
views that the family still exploits women in spite of legal changes. An interesting debate is raised about the
situation of single mothers being free of male oppression but subjected to oppression in other ways and the
role of the New Right as supporters of patriarchy is raised.
The concept of emotion work is used effectively and this is well supported by the work of Duncombe and
Marsden and the triple shift. The candidate explains how this leads to socialising gender values into society
and then contrasts this to the view that women are more economically independent than in the past.
Throughout the answer the candidate is focused, well-informed and produces evaluative answer which is
towards the top of the grade. All assessment objectives are to be found throughout the answer and the
candidate clearly achieved all three triggers required to enter Level 4. In order for the candidate to gain full
marks, there should be a balanced conclusion.
Good use was made by reference to contemporary societies and the rates of female infanticide but the
candidate would have received more marks if the answer had related to more gender based relationships
in families as a whole and not concentrated almost totally on marriage. The candidate successfully showed
that there is a debate, which can be supported by evidence, demonstrating that patriarchy has weakened
but also that it is also still to be found.
This answer could have been improved by linking the evidence quoted to each side of the debate. Further
marks could have been gained by showing the strengths and limitations of the evidence used. The time
for this could have been found by limiting the lengthy descriptions and avoiding personal speculation about
what should happen and so this answer is towards the lower end of the grade.
The candidate then shows that there are contrasting views and introduces some theory by reference to
the feminists and Marxists but the points about Marxism are confused. The candidate then introduces
meritocracy as a factor that has changed the position of women but this is undeveloped and not related to
the question, in order to gain the most from an answer all points should be linked to the question so that
assessment objectives such as analysis can be demonstrated. The candidate then considers cohabitation
and how that may have enabled females to have more freedom. They also assert that the nuclear family
provides females with a better life style and this is debateable. This is followed by more assertion that
patriarchy has or has not diminished.
Overall the answer is characterised by assertion but the candidate does show that there is a debate
with limited reference to feminists and Marxists. Some use is made of education and the ways in which
patriarchy may be expressed. In order to gain a higher mark the candidate needed support their assertion
by reference to either sociological theory or the evidence from empirical studies. The answer is at the lower
end of the grade.
Question 3
Mark scheme
Overall this was a well constructed answer which had a clear understanding of the topic, supported by a
range of contemporary sociological theorists and the candidate had a clear understanding of childhood as a
social construction. To have achieved a higher mark the development of childhood in non-western cultures
and the ways in which for many children childhood is not a period of freedom from the pressures of adult
life could have been developed. However, the candidate achieved all three triggers needed for Level 4. This
answer is in the middle of the grade.
The candidate then concluded by describing some of the socialisation that takes place in childhood as well
as an outline of how children should be treated. The candidate clearly demonstrated some knowledge and
understanding of the topic. The answer could have been improved by including some concepts as well as
a more detail of theory or empirical evidence. Knowledge was shown throughout and some analysis of the
ways different groups may be treated and so is towards the top of the grade.
Section A
Question 1
Mark scheme
(b) Here the candidate adopts the right strategy for this type of question – concisely reported reasons with
excellent development points. There is no need here for detailed descriptions, rather the focus should
be on concise identification supported by accurate use of sociological concepts. In this response, the
concept of methodological pluralism is introduced and then clearly defined. The use of a study is not
an embellishment, rather it is used to develop the point and show understanding. Note, however, that
empirical evidence of this sort is not a requirement in this type of question. Four marks were awarded
for this part of the question.
(c) The key to a good response here is to fully focus on distinguishing between the two ideas. Responses
that devote more time to one idea than the other are unlikely to make it into the second level of the
mark scheme. The first paragraph provides a very good overview of what is meant by a social problem
and sound examples are used to support and develop this. The second paragraph addresses the
difference between this term and that of a ‘sociological problem’, indicating that the distinction turns
on how diverse sociological perspectives may hold differing positions on the nature of what a social
problem is. The remaining part of the answer draws out the distinction further, taking a so-called
social problem [single parents] and showing how this ‘problem’ is understood differently from diverse
perspectives in that they seek to provide an explanation for problems rather than provide solutions. The
response could be a little more explicit on this point – especially in the second paragraph – but it still
merits seven marks.
(d) Good practice in this ‘mini-essay’ style question would be to make three developed points as well as
present some evaluative content. This response satisfies these criteria easily. Firstly, the response
indicates that diverse perspectives hold different views about the nature of society and the desirability
of sociology being responsible for improving it; these views are then outlined in some detail, but always
in relation to the question, e.g. ‘the main role of Marxist research is to expose capitalism’. Likewise,
feminist and interactionist views are subjected to similar treatment. However, whilst this approach is
productive, the candidate’s attempt at assessment just falls short of top marks because it is mainly
achieved via juxtaposing perspectives rather than teasing out the discretely alternative view that
sociology should be, in some way, ‘value-free’. For this reason the response is awarded nine marks for
this part of the question.
(b) This question demands some precision on the part of candidates. The answers need not be lengthy,
as in this case, but they must identify a discrete point and then develop its meaning such that there is
complete clarity. Here the candidate just fails to fully meet these criteria even though they identify two
sound points [combining the merits of methods, and overcoming strengths and weaknesses of each]
but the developments are not quite clear enough for full marks. The response received three marks.
(c) In a question of this type, where candidates are required to distinguish between two concepts, it is
clear that responses should attempt to show the meaning of each and devote roughly similar time to
both. By doing so the differences should arise. However, in this answer the meaning of one [social
problem] is outlined clearly and supported by examples, whilst the meaning of a sociological problem
is left quite obscure. In such a case, it is not possible to enter the second level of the mark scheme,
which is where this response is located. It received four marks.
(d) This response begins in an authoritative and confident way. The question is directly addressed and
an accurate source [Becker] is cited as one of those sociologists that are in favour of the proposition
outlined in the question. Indeed, the first two paragraphs are comprised of material that supports the
view, and a link is made to a theoretical perspective. The candidate then goes on to further make the
case in respect of three more perspectives each time providing evidence and support for the idea that
sociological research and enquiry should endeavour to improve society. The answer is well-written and
sourced, and it retains full focus on the question. The knowledge and understanding on display is good.
However, the answer finishes at this point and in so doing fails to offer a challenge to the contention in
the question i.e. there is no discussion of the alternative view that sociological enquiry should be value-
free. In other words, the answer is a one-sided which, however good it might be, could not reach the
upper parts of the mark scheme. Hence, this response was awarded seven marks for this part of the
question.
(b) The two reasons provided by this candidate both contain merit. Each one revolves around the idea that
all research methods have ‘flaws’ and that the use of multiple methods might help to overcome this.
In both of the presented reasons, the candidate frames their response by making use of the concepts
of validity and reliability. The candidate receives one mark for each identification [reason] but the
developments are not sufficiently clear or distinct from one another to obtain the remaining two marks.
The answer is not very well written and the candidate receives some benefit of the doubt. Two marks
were awarded.
(c) In the first paragraph of this response the candidate discusses a particular social problem – suicide
– and provides a sociologically based account of Durkheim’s view. However, the candidate does
not take the opportunity they have created to develop their answer in relation to the concept of a
sociological problem. Instead, they show a misunderstanding of this term and provide an account of
a methodological problem which is not relevant to this question. Hence, their response falls into level
one of the mark scheme in that the sole focus of the question is only on one of the concepts in the
question. However, the answer rises above common sense observation and has a sociological tone
which means it is awarded three out of the eight marks available.
(d) This candidate adopts an approach that is likely to have only limited success. The first two paragraphs
are, effectively, summary accounts of the view of inequality held by two major sociological
perspectives - Marxism and feminism. As such, the candidates highlight the prescription each makes
for eradicating poverty and patriarchy. Although these points are tangential to the question they do
receive some credit for addressing the notion of a ‘better society’, albeit indirectly. Neither point is
applied to ‘sociological research’. The third paragraph outlines the interactionist position and this is
more successful, especially the reference to Becker and the idea that research cannot be objective.
Whilst the point made here needs to be made more explicitly, at least the response is moving closer to
an exploration of how values impact on sociological thinking. Three developed points are made in this
response but they do not directly address the question and there is also no real evaluative content. As a
result, five marks were awarded.
Section B
Question 2
Mark scheme
The conclusions drawn are valid but not fully developed. Positively, the candidate is fully focused on the
question throughout and they do not fall into the trap of merely contrasting broad theoretical positions [a
common fault] and instead retain a focus on both elements of the question. But the range of evaluation
is limited – there is no reference to the functionalist or interpretivist positions – and the analysis is not
sufficiently sharp or sustained enough to elevate the response into the top band. However, this is a good
essay that was awarded a low grade A.
Question 3
Mark scheme
In the latter stages of the essay, the candidate begins to make appropriate links to sociological perspectives
and thus achieves a good balance between practical and theoretical considerations, although the reference
to postmodernism in the conclusion is not that successful and a little ‘throw-away’. If we look at the mark
scheme criteria for entry into Level 4 – in particular the three necessary conditions – we see that this
response comfortably satisfies its requirements and, whilst it may not do all the things that are possible, it
does more than enough to achieve full marks under the constraints of exam conditions.
The paragraph on ethical considerations has something of a random feel without a direct link made to the
question. The discussion of the disadvantages of this type of interview is quite useful although it could
be focused more directly on semi-structured interviews rather than qualitative interviews in general. The
paragraph that suggests that semi-structured interviews are a ‘popular choice’ amongst sociologists
begins promisingly but runs out of steam and resorts to making some generic points about the gender
of researchers and some comparison with other types of methods. Little is really added here to our
understanding of the overall ‘value’ of this method. This continues into a fairly irrelevant discussion of
the merits of triangulation. The candidate makes no concluding statement. Overall, we are left with the
impression that the candidate knows quite a bit about structured and unstructured interviews, but does not
have mastery of precisely what semi-structured ones are.
The candidate then makes a comparison with questionnaires, but this is not used to draw out the features of
semi-structured interviews in an effective way. The passage addressing some elements of the ‘interviewer
effect’ is relevant and credit is given for this. However, this material is partially repeated later in the
essay adding little to the analysis. The candidate then goes on to introduce other methodologies into the
discussion but this is of very limited value in terms of the essay’s development as these are not linked to
the question. Overall, there is a lack of focus on the interview type in question and how it differs from other
interview types. Good practice would have been to explore the relevance of key methodological concepts
like validity and reliability and to have related these concepts to the use of semi-structured interviews.
Section A: Education
Question 1
Mark scheme
(b) The candidate made good use of the Marxist theory of education to explain why opportunities to
succeed at school may be limited to privileged groups. This was supported with useful references
to other sociological perspectives on educational inequality, including the work of Bourdieu and Ball.
Brief references to functionalist and feminist theories also helped to add context to the answer. Higher
marks would have been awarded had the assessment of the Marxist theory been more developed and
questioning developed.
(b) The candidate made some helpful contrasts between the functionalist and Marxist theories of
education. Some relevant concepts were discussed, including the idea of material deprivation. The
answer lacked detailed coverage of the different theories of education. More marks could also have
been achieved by considering the evidence from relevant studies of educational achievement.
(b) The candidate rightly interpreted the question as providing an opportunity to discuss the Marxist theory
of education. The account of that theory covered some relevant points, though it lacked detail and
references to appropriate theorists. The response was narrow in the range of points covered and the
candidate was unable to provide any details about other relevant theories of educational achievement,
such as the functionalist and feminist views. Also lacking from the answer was an assessment of the
Marxist theory.
Question 2
Mark scheme
(b) The candidate used a range of relevant references to construct a well-informed answer to the question.
Some of the thinkers covered were Bourdieu, Usher and Edwards, and Stephen Ball. The answer also
included a good discussion of the influence of ethnicity on the social construction of knowledge. Higher
marks would have been awarded had the answer included a more detailed assessment of the view on
which the question was based.
(b) The candidate made good use of the concept of cultural capital to show how what is classed as
‘knowledge’ may favour the interests of the more privileged groups in society. The Marxist and feminist
perspectives were also used to good effect in discussing how the social construction of knowledge
may favour some groups more than others. Overall, the answer lacked sufficient focus on how
knowledge may be socially constructed to gain marks at the top of the range. The assessment offered
was also rather general and confined mainly to a simple contrasting of different theories of education.
(b) The answer demonstrated only a limited understanding of what is meant by the social construction
of knowledge. There were a few general reflections on the nature of education, assessment and the
curriculum, but this material lacked clear links to the question. The answer failed to draw on references
to relevant theories about how knowledge is socially constructed and there were no links to appropriate
research evidence.
Question 3
Mark scheme
(b) The candidate made some relevant points about the limitations of providing aid and argued the case
for a broader approach to reducing global poverty. More marks would have been awarded had the
candidate cited examples of particular types of aid or aid programmes. The assessment could also have
been more developed and included references to appropriate theories of development and/or studies of
the effectiveness of aid programmes.
(b) The answer covered some relevant points about the limitations of aid and made use of references to
relevant theoretical perspectives, including the New Right. However, there was insufficient coverage
of relevant arguments for and against the effectiveness of aid programmes to merit high marks. The
answer also lacked references to particular examples of aid programmes.
(b) The answer was rather short and lacking in range of relevant comments. A few basic points
were offered about why aid may be important in development, but the response demonstrated
little awareness of the relevant sociological discussions about the strengths and limitations of aid
programmes. Better answers included references to relevant studies and theories of development.
Question 4
Mark scheme
Example candidate responses for grade A and grade C are unavailable for Question 4.
(b) The answer demonstrated only an indirect understanding of world systems theory. By focussing mainly
on issues of migration and deprivation in developing countries, the answer was too narrow to provide a
full response to the question. Better answers to this question examined directly the ideas of Wallerstein
and made contrasts with other theories of development by way of assessment. Where empirical
material was used in high scoring answers, such as references to evidence of migration and poverty in
developing countries, this was well linked to the key features of world systems theory.
Section C: Media
Question 5
Mark scheme
(b) The answer made intelligent use of references to various models of media influence to suggest
reasons why different groups may be affected by the media in different ways. The theories to which
the candidate referred included the uses and gratification model, the hypodermic syringe model
and the cultural effects perspective. Some use was also made of the concept of cultural hegemony
in considering neo-Marxist views of the media. To gain even higher marks, the answer might have
included more detailed examples to show how various groups may be affected by the media differently.
(b) The candidate offered some useful reflections on how gender and ethnicity may influence the way
people are affected by the media. However, the examples lacked support from references to relevant
sociological studies and theories. To gain higher marks, there needed to be more use of relevant
sociological concepts and research findings. Higher marks would also have been awarded had the
candidate considered a wider range of factors that influence how media messages are received by
different groups.
(b) The answer was based mainly around a summary of the main features of the Marxist, pluralist and
feminist theories of the media. Links to the issues raised by the question were left largely implicit. To
gain higher marks, it was necessary to specify particular social groups and explain how and why they
may be affected by the media in particular ways. Although the candidate made reference to disabled
groups, the analysis failed to show in any detail how these groups are affected by the media.
Question 6
Mark scheme
(b) The candidate rightly placed the concept of cultural hegemony in the context of Gramsci’s work.
Appropriate links between the concept and the workings of the media were outlined and supported
with references to relevant thinkers and studies, such as Hall and the Glasgow Media Group. Some
assessment of the value of the concept of cultural hegemony was offered, including useful references
to neo-Marxist contributions. However, the assessment needed to be more searching in order to merit
a mark at the top of the mark range.
(b) The candidate offered an explanation of what is meant by cultural hegemony, but it lacked detail
and clarity. There were some useful references to the work of Hall’s studies of media and this was
supported with links to the work of Fairclough and The Glasgow Media Group. The answer included a
paragraph of assessment that relied mainly on contrasts between pluralist and neo-Marxist theories
of the media. To gain higher marks, the candidate needed to demonstrate a deeper understanding of
the idea of cultural hegemony and how it has been adapted for use in media studies. The assessment
offered also needed to be more detailed and cover a wider range of alternative theories and approaches
to the study of the media.
(b) The candidate demonstrated only a limited understanding of the concept of cultural hegemony. The
example of how images of the family are constructed as part of the process of achieving cultural
hegemony was offered, but the discussion lacked strong links to the issues raised by the question.
The answer also lacked a sustained assessment of the value of the concept of cultural hegemony in
studying the media.
Section D: Religion
Question 7
Mark scheme
(b) The candidate offered a sound account of the idea that scientific ways of thinking may be eroding the
influence of religion in modern societies. This account was linked to the Marxist theory of religion.
Evidence was offered against the idea that religious influence is declining, including some helpful
references to new religious movements and to the rise of fundamentalism in some parts of the world.
To gain even higher marks, the answer might have covered a wider range of arguments in favour of the
secularisation thesis and included a sustained assessment of those points.
(b) The answer began with a discussion of the links between marginalisation and religious participation.
Although this material was relevant in answering the question, the candidate needed to explain
the relevance in greater detail. The same point applied to the discussion of cults that formed the
middle part of the answer. The response concludes with some useful references to the concept of
secularisation and the work of Wilson. However, a more detailed summary and assessment of the
secularisation thesis was required to gain higher marks.
(b) The candidate noted that the power of organised religions may be declining through a failure to appeal
to believers in the modern age. This was supported with references to the growth of cults and sects,
such as the Moonies. Although these points had some relevance in answering the question, the
response overall lacked an appropriate structure and failed to provide the detailed discussion of relevant
issues that was required to gain high marks. Better answers demonstrated a good understanding of the
secularisation thesis and its relevance for answering the question.
Question 8
Mark scheme
(b) The ideas of different functionalist theorists (Durkheim, Malinowski and Parsons) were summarised
accurately. There was also an assessment of the functionalist theory of religion. This relied mainly on
contrasts with the Marxist and feminist theories of religion. Better answers to this question included a
more detailed assessment. Some good answers also made references to appropriate studies of religion
as a way of supporting or questioning the functionalist theory.
(b) The candidate demonstrated a good understanding of the functionalist theory of religion. The ideas
of different functionalist theorists were summarised accurately and some appropriate concepts were
discussed. The use of functionalist concepts might have been more detailed and wider ranging,
however. The assessment of functionalist theory was delivered mainly through contrasts with Marxist
theory. To gain higher marks, the assessment needed to be more analytical and draw on a wider range
of theoretical perspectives and research evidence.
(b) The candidate rightly noted that the functionalist theory focuses on the role of religion as a conservative
force. There were some useful references to Durkheim’s ideas and a brief mention of Malinowski.
The assessment was provided by drawing contrasts between the functionalist and Marxist theories
of religion. This was a competent response overall, though the points covered lacked detail. Better
answers to this question demonstrated a deeper understanding of the functionalist theory, using a
wider range of relevant concepts and offering a more substantial assessment of the strengths and
limitations of that theory.